Sentences with phrase «of gifted minority students»

Family - Related Factors and Underachievement Few studies have explored the influence of family variables on the achievement of gifted minority students.

Nevertheless, the patterns of leadership and out - of - class accomplishments of gifted minority students are very similar to those of nonminority gifted students (Kerr, Colangelo, Maxey, & Christensen, 1989).

This digest discusses factors affecting the achievement of gifted minority students, with particular attention to Black students.

Not exact matches

While there, he helped develop a generous gift to UM's School of Nursing and Health Studies for scholarships for minority nursing students.

Focusing solely on graduates of Harvard Business School and on alumni of a program for gifted minority students called A Better Chance (ABC), the author discovered this time that bourgie blacks, like First Lady Michelle Obama, finally feel pretty darn good about being American.

But even under the best circumstances, the differences that divide us and the stupid cultural assumptions sometimes gift - wrapping those differences can have a disarming effect on a minority student who believes that college equals a racial utopia in the land of happily ever after.

It's time to end the bias in American education against gifted and talented pupils and quit assuming that every school must be all things to all students, a simplistic formula that ends up neglecting all sorts of girls and boys, many of them poor and minority, who would benefit from more challenging classes and schools.

Despite all the emphasis on reading programs and encouraging students to read, many children, especially minority students, still do not read with a high level of comprehension and fluency, independently, or for fun, according to Dr. Sally M. Reis, a professor and the department head of the educational psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented.

«Universal screening increases the representation of low - income and minority students in gifted education.»

Many districts also operate magnet or exam schools for gifted students, some of which admit disproportionately fewer low - income and minority students.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

''... new instruments and methods need to be developed for identification of gifted students in specific populations, such as disadvantaged, ethnic minorities, students with limited English - speaking ability, exceptionally gifted students and handicapped students» (pp. 77 - 78, emphasis added).

St. Charles began its efforts to improve minority participation in gifted and talented programs in much the same way as countless other districts, focusing on how to remove one of two potential roadblocks in the way of qualified minority students — biased teachers or biased tests.

Unfortunately, a lack of gifted and talented programs disproportionately hurts minorities and low - income students.

Districts have tried — and failed — to open the doors of their gifted classrooms to more minority students.

While there is a clear need to increase the participation of minority students in gifted education programs, there is an equally important need to focus on issues of achievement and underachievement.

The majority of articles and studies on gifted minority students have focused on issues of identification, primarily because some minority groups of gifted learners, particularly Black, Hispanic American, and Native American, have been underrepresented in gifted programs.

My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist across teacher - level estimates, but it certainly occurs when teachers are non-randomly assigned highly homogenous sets of students who are gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in grade prior.

The students who are the most let down by the present state of affairs, however, are the high - potential children from poor and minority backgrounds whose gifts are badly neglected in today's education system.

While many believe that gifted LGBTQ students are a small minority of the overall school population, according to an emerging body of research (Friedrichs, 1997; Treat, 2008), the population of gay, lesbian, and bisexual students may be much higher than previously realized.

(d) Educating special populations of gifted students such as minorities, underachievers, handicapped, economically disadvantaged, and highly gifted to include student characteristics and programmatic adaptations; and

From the so - called gifted - and - talented programs that end up doing little to improve student achievement (and actually do more damage to all kids by continuing the rationing of education at the heart of the education crisis), to the evidence that suburban districts are hardly the bastions of high - quality education they proclaim themselves to be (and often, serve middle class white children as badly as those from poor and minority households), it is clear that the educational neglect and malpractice endemic within the nation's super-clusters of failure and mediocrity isn't just a problem for other people's children.

On the other hand, this program may be particularly appreciated by gifted and talented minority language students, since they often do not receive this sort of exposure to the arts in a standard instructional program.

Prom - Jackson, Johnson, and Wallace (1987) conducted a study of minority graduates of A Better Chance, Inc. (ABC), a nonprofit educational organization that identifies academically gifted low SES minority students as possible candidates for college preparatory secondary schools.

Different learning styles may also contribute to the underrepresentation of gifted and talented minority language students.

However, in Arizona, for example, only 0.14 % of the students in gifted and talented programs come from language minority backgrounds (Maker, 1987).

What Types of Programs Are Available for Gifted and Talented Students, and Are They Suitable for Minority Language Students Who Are Selected to Participate?

Because of the void that exists between high school counseling and college advising (Grites, 1979) and because of the additional obstacles and pressures that impinge on gifted urban minority students who attend college, the school counselor's role in preparing gifted urban minority youth for appropriate postsecondary school education can not be underestimated.

What Are Some Commonly Used Techniques for the Identification of Gifted and Talented Minority Language Students?

A number of factors must be examined to understand how and why gifted minority students underachieve.

The difficulty of inculcating this idea into the schema of many of these gifted urban minority students can not be underestimated.

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

Jean M. Blanning, of the Connecticut Clearinghouse for Gifted and Talented (1980), suggests that, in general, programs for gifted and talented minority language students should allow their studenGifted and Talented (1980), suggests that, in general, programs for gifted and talented minority language students should allow their studengifted and talented minority language students should allow their students to:

Reversing underachievement among gifted minority students requires intensive efforts on the part of teachers and counselors, as well as a partnership with parents and students.

Cultural Diversity E604: Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility (2000) E584: Critical Behaviors and Strategies for Teaching Culturally Diverse Students (1999) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E500: Empowering Culturally and Linguistically Diverse Students with Learning Problems (1991) E500s: Reforzando a los alumnos Diversos Culturalmente y Lingüí con Aprendizaje (1999) E596: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education (2000) E520: Identifying and Serving Recent Immigrant Children Who Are Gifted (1993) E601: Infusing Multicultural Content into the Curriculum for Gifted Students (2000) E589: The Implications of Culture on Developmental Delay (1999) E566: Reducing the Disproportionate Representation of Minority Students in Special Education (1998) E544: Underachievement Among Gifted Minority Students: Problems and Promises (1997) E614: Cultural Reciprocity Aids Collaboration with Families (2001)

An assessment of needs, however, revealed that only 143 LEP children were participating in gifted programs, despite the fact that minority language students represent 16.17 % (96,674) of the school - age population.